MODULES IN

REMEDIAL READING
SECONDARY
QUARTER 1 – WEEK 1

Page 1 of 18
 PATNUBAY NG MAG-AARAL SA PAGGAMIT NG MODYUL
Ang mga Modyul na iyong natanggap ay nilikha upang makatulong sa iyo at iba pang mag-aaral sa pagpapatuloy ng inyong pag-aaral sa tahanan. Bago
mo simulan ang pagtuklas ng mga bagong aralin sa iyong mga modyul, kailangang ihanda mo muna ang sarili. Siguruhing ikaw ay nakapagehersisyo na
at nakakain na sa tamang oras bago simulan ang iyong mga aralin (maaaring sa umaga matapos ang almusal o hapon matapos ang pananghalian).
Isaisantabi muna ang iba pang pinagkakaabalahan. Ihanda ang mga kagamitang pampaaralan tulad ng kwaderno, panulat, krayola at iba pa, at
siguruhing mabibigyan mo ng pokus ang pag-aaral gamit ang mga modyul na iyong natanggap.

1 Basahin, unawaing mabuti at sundin ang panutong nakasaad sa bawat pahina ng modyul.
PAANO Basahin at unawaing mabuti ang iyong aralin sa araw na ito na makikita sa unang pahina ng iyong modyul. Isulat sa
GAMITIN kwaderno ang mga mahahalagang impormasyon, terminolohiya, depinisyon at iba pang nararapat mong tandaan sa
iyong aralin sa araw na ito. Mahalagang magawa mo ito upang maalala ang mga kasanayang nalinang at
ANG MODYUL? 2 magkaroon ka ng sanggunian sa gagawin mong pagrepaso sa iyong mga aralin kung ikaw man ay may
nakalimutan.
Sikaping maisagawa ang lahat ng pagsasanay na makikita sa modyul. Ang mga ito ang makatutulong sa iyo upang
3 lubusang maunawaan ang iyong aralin at malinang ang mga kasanayan sa pagkatuto.
Kung hindi mo gaanong naunawaan ang iyong aralin at ikaw ay may mga katanungan tungkol sa iyong mga gawain
at pagsasanay, kumunsulta ka sa iyong magulang, kapatid o sino mang kasama sa tahanan na magsisilbing

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4 tagapagdaloy ng aralin.
Para sa mga karagdagang kaalaman o katanungan na may kinalaman sa iyong aralin, sumangguni sa iyong guro at
5 tawagan siya sa numero na makikita sa iyong natanggap na Learning Package.

Huwag kalilimutan na isumite sa paaralan (sa pamamagitan ng iyong magulang o kapatid o sino mang
6 nakatatandang kamag-anak) tuwing Lunes ang mga natapos na Modyul noong nakaraang lingo.

Matapos ang pagsusuri at pagwawasto ng guro sa isinumite mong Modyul, pag-aralan mo ang kabuuang marka
o iskor na makukuha mo batay sa pagbabalitang gagawin sa iyo ng iyong guro. Ang iskor o markang ito ang iyong
7 magiging batayan kung kakailanganin mo pa ang higit na pagsasanay at pagsubaybay ng iyong guro at
tagapagdaloy ng aralin sa tahanan.

8 Sana ay mag-enjoy ka sa paggamit ng iyong natanggap na mga Modyul!

Image: IMGBIN.com LFT/pasaycid2020
 PATNUBAY NG MAGULANG/ TAGAPAGDALOY NG ARALIN
SA PAGGABAY SA MAG-AARAL SA PAGGAMIT NG MODYUL
Ang Patnubay na ito ay nilikha para po sa inyong mga magulang, nakatatandang kapatid o kamag-anak ng ating mga mag-aaral. Ito po ay upang
magabayan po ninyo, bilang tagapagdaloy ng aralin, ang mag-aaral sa kanyang paggamit ng Modyul. Sa Modyul po na inyong natanggap nakapaloob ang
mga araling pagaaralan ng mag-aaral sa inyong tahanan. Narito rin po ang mga pagsasanay para sa paglinang ng mga kasanayan sa pagkatuto ng mag-
aaral. Naniniwala po kami na napakalaki ng inyong magiging bahagi at impluwensiya sa magaganap na pagpapatuloy ng pagaaral ng inyong kapamilyang
mag-aaral sa inyo mismong tahanan.
Ihanda po muna ang sarili bago simulan ang paggabay sa mag-aaral. Isaisantabi po muna ang iba pang mga
1 gawain upang magkaroon ng pokus at sapat na panahon sa paggabay sa mag-aaral. Siguruhin din pong
PAANO PO KAYO handa na ang mag-aaral sa kanyang pag-aaral.
MAKATUTULONG Tulungan po ang mag-aaral sa pagbasa at pag-unawa ng kanyang aralin sa araw na ito na makikita sa unang
SA PAGGABAY pahina ng Modyul. Maaari pong dagdagan pa ninyo ito base sa inyong naging karanasan o pag-aaral.
SA MAG-AARAL 2 Gabayan ang mag-aaral sa pagsusulat sa kwaderno ng mahahalagang impormasyon, terminolohiya,
SA PAGGAMIT depinisyon at iba pang nararapat niyang tandaan sa kanyang aralin sa araw na ito.

NG MODYUL? Gabayan po ang mag-aaral na maisagawa ang lahat ng pagsasanay na makikita sa modyul. Ang mga ito

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3 ang makatutulong sa kanya upang lubusang maunawaan ang kanyang aralin. Bigyan siya ng tamang oras sa
pagsagot sa mga pagsasanay at pagsusulit.

Hikayatin po ang mag-aaral na sumangguni sa inyo o sa kanyang guro kung hindi niya gaanong
naunawaan ang kanyang aralin at siya ay may mga katanungan tungkol sa kanyang mga gawain at
4 pagsasanay.

Huwag pong kalilimutan na isumite sa paaralan tuwing Lunes ang mga natapos na Modyul ng mag-aaral
5 noong nakaraang lingo.

Matapos ang pagsusuri at pagwawasto ng guro sa isinumite Modyul, kasama ang mag-aaral ay pag-
aralan po ninyo ang kabuuang marka o iskor na makukuha ng mag-aaral batay sa pagbabalitang gagawin
6 ng guro. Ang iskor o markang ito po ang inyong magiging batayan kung kakailanganin pa ng mag-aaral
ang higit na pagsasanay at pagsubaybay ninyo at ng ng kanyang guro.

Maraming Salamat po sa inyong paggabay at pagsubaybay sa ating mag-aaral!

Image: freepik.com 7
LFT/pasaycid2020
 FUNCTIONAL ORAL LANGUAGE ACTIVITY SHEET GRADE 7
____________________________________________________________________________________

Name: ___________________________ Score: ______________________

Teacher: _________________________ Date: ______________________
School: __________________________ PASAY_RRP7_Q1_W2_D
1
STRAIGHTEN UP YOUR MIND THROUGH
TONGUE TWISTERS

STEP 1: WARM-UP
Task 1: SET FORTH!
Read these sentences aloud.

1. Can you can a can as a

canner can can a can?

2. Frivolously fanciful Fannie

fried fresh fish furiously.

3. Peter Piper picked a peck

of pickled peppers. How
many pickled peppers did
Peter Piper pick?

4. How much wood would a

woodchuck chuck if a
woodchuck could chuck
REMEMBER: wood?

Tongue Twisters are short Task 2: RUN THROUGH!

poems, sometimes even
single sentences which
are hard to say because
they contain the similar
consonantal initial
sounds.
Page3.4 Repeat
Tongue twisters tips:
1. Start by reciting tongue twisters
slowly and clearly.
2. Split the tongue twister into
sections, then practice.
of 18 the tongue twister until you
have mastered it.
 FUNCTIONAL ORAL LANGUAGE ACTIVITY SHEET GRADE 7
____________________________________________________________________________________
STEP 2: MODELLING
Task 3: AN IMPRESSIVE NOTE!

Why tongue
twister is
important? • It helps the children learn a
language better;
• It enhances pronunciation skills,
• It gives positive impact to the
brain, which controls a child’s
oral and speech functions.
.

. Why are
Tongue
Twisters
difficult?

• The execution capability of the brain with

regards to the pronunciation of certain
sequence sounds is limited.

• Certain combinations of sounds and

phrases are particularly difficult to be
pronounced one after the other. Example,
Sounds ‘th’ and ‘sh’ are difficult to be said
in a sequence.

• In case of the famous “she sells seashells”

tongue twister, the s/sh at the beginning
are alternating in one pattern and the e/l
of the rest of the word is alternating in the
opposite pattern. Our brain isn’t simply
designed to handle two alternating
patterns in the same utterance.

STEP 3: GUIDED PRACTICE 1

Task 4: WORDS ENDEAVOR!

• Susie’s
Page 5sister
of sewed
18 socks for soldiers.
• Red leather, yellow leather, red leather,
yellow leather…
 FUNCTIONAL ORAL LANGUAGE ACTIVITY SHEET GRADE 7
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STEP 4: INDEPENDENT PRACTICE
Task 5: SAGENESS IN LEARNING!
1. If Peter Piper picked a peck of pickled peppers, how many pickled peppers did peter
Piper pick? (Assuming the peppers were already pickled upon picking)
A.10 pounds B. 5 baskets C. A quarter of a bushel D. 2 bushels

2. I slit a sheet, a sheet I slit. Upon the slitted sheet I sit. If I have done this intentionally,
what have I done? (Generally speaking with regards to industry or production... in
other words, it is done on purpose.)
A. Cut strips of sheet metal C. Torn my toga
B. Ruined my bed linens D. Cut eye holes into my ghost costume
3. Billy, Bob and Betty bought big blue and black balloons from the booming bazaar.
Where did Billy, Bob and Betty go?
A. A very strange house C. A firework stand
B. A party store D. A street market

4. What would an imaginary menagerie manager imagining managing an imaginary

menagerie be imagining?
A. Exotic animmals C. Food
B. Airplanes D. Money

5. If you sniped Mr. Stipe's wife and then swiped Mr. Stipe's wife's knife, what crimes
would you have committed?
A. Just murder C. Just theft
B. Murder and theft D. No crimes would be committed

Step 5: APPLICATION
Task 6: RECAPITULATE YOUR UNDERSTANDING
In this activity you create your own tongue twisters. Then read it
with the appropriate sounds.

EXAMPLES

A big black bug bit a

big black bear

A proper copper coffee pot

Around the rugged rocks
the ragged rascal ran.

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 FUNCTIONAL VIEWING COMPREHENSION ACTIVITY SHEET GRADE 7
____________________________________________________________________________________

Name: ___________________________ Score: ______________________

Teacher: _________________________ Date: ______________________
School: __________________________ PASAY_RRP7_Q1_W2_D2

THE NEWFANGLED LEARNING

STEP 1: WARM-UP
Task 1: A RED HOT!
Read these 12 brand new words added to the
dictionary in 2019.

Wordie Hop head

Laggy Glamping
Bongga Eensy-weensy
Bingeable Douchey
Rando Hangry
Nothing Burger Douse

REMEMBER:

Comprehension is Task 2: A NIFTY CLASSROOM!

the ultimate goal of
reading, the A robust vocabulary improves all
importance of areas of communication
vocabulary — listening, speaking, reading and writing.
development cannot Vocabulary is critical to a child’s success
be overestimated.
for these reasons:
1. Vocabulary growth is directly related to school
achievement.
2. The size of a child’s vocabulary in kindergarten
predicts the ability to learn to read.
3. Vocabulary helps children to think and learn
about the world.
4. Expanding
Page 7 ofa child’s
18 knowledge of words
provides unlimited access to new information.
 FUNCTIONAL VIEWING COMPREHENSION ACTIVITY SHEET GRADE 7
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STEP 2: MODELLING
Task 3: AN EXTRAORDINARY LINGO!

Is reading English 1. Always make special time to

difficult? How to read.
Improve English 2. Read the right books.
Reading with eight 3. Ask yourself questions while
(8) Easy Steps reading and after reading.
4. Improve fluency first.
5. Once you’ve learned to speed
up, slow down..
6. Ask lots of questions.
. 7. Read it again.
8. Read many kinds of texts.

STEP 3: GUIDED PRACTICE 1

Task 4: THE REMARKABLE ADVENTURE!

Match each word in column A with its synonym

in column B. Write the letter in the blank before
each number.
A B
____1. Bundle a. origin
____2. Test b. quiet
____3. Condense c. group
____4. Cluster d. auditory
____5. Surprise e. package
____6. Oral f. holiday
____7. Source g. inquire
____8. Ask h. astonish
____9. Calm i. shorten
____10. Calculate j. examination
____11. Hearing k. yuletide
____12. Christmas l. estimate
m. verbal
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 FUNCTIONAL VIEWING COMPREHENSION ACTIVITY SHEET GRADE 7
____________________________________________________________________________________

STEP 4: INDEPENDENT PRACTICE

Task 5: EYE-CATCHING WORDS TO UNLOCK!
Circle the antonym of the word in the first column.

1. Peaceful Tranquil Quarrelsome

2. Cautious Careful Careless
3. Active Static Powerful
4. Scanty Enough Superb
5. Rehearsed Memorized Spontaneous
6. Glorify Extol Dishonour
7. Ancient Primitive Modern
8. Authority Expert Learner
9. Contaminated Genuine Pure
10. extinct Obsolete Existing

Step 5: APPLICATION
Task 6: A RUN THROUGH OF YOUR IDEAS!
Complete each banner by filling in the blank with the correct
antonym. Choose from the list in the box.
Processes Alive Primitive Inorganic
Wild Fresh Machine-made Plastic
artificial Foreign dry
1. Welcome to the 32nd annual local and ___________ exhibit.

2. Real and ___________ plants sold here.

3. _______ and cultivated flowers on sale.

4. Try our organic and ___________ fertilizers.

5. _______ and hand sewn shoes at low, low prices.

6. Your choice of natural and ________ foods.

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Reference: https://www.fluentu.com/blog/english/how-to-improve-english-reading/
 FUNCTIONAL SPELLING ACTIVITY SHEET GRADE 7
____________________________________________________________________________________

Name: ___________________________ Score: ______________________

Teacher: _________________________ Date: ______________________
School: __________________________ PASAY_RRP7_Q1_W2_D3

THE SPECTRUM OF IDEAS IN SPELLING

STEP 1: WARM-UP
Task 1: PROPEL THE WORDS THROUGH CONTEXT!

 Do you believe in
the power of
prayer?
 What do you pray
for?

Task 2: A WELL-DESIGNED SCRIPTURES!

Read the paragraphs carefully and observe the
italicized words.
“Why should I pray? What good would it do to us?” a young
man asked another.
“Shhh! Because we cannot help it,” the other young man
answered. “ We pray as the mouth waters at the aroma of
appetizing food, or as a sunflower turns towards the light.’
A certain man was infuriated by some evil men in his
neighborhood. One day, in excess of anger, he stamped his foot
and shouted, “May God destroy these men!”
His wife said gently, “Hush, you blasphemer! The scriptures
say, ‘Bless, do not curse.”

STEP 2: MODELLING
Task 3: LET’S DISCUSS!
A. Pronounce these words properly.
Mouth Towards Stamped
Aroma Infuriated
Page 10 of 18 Blasphemer
Appetizing Anger Curse
 FUNCTIONAL SPELLING ACTIVITY SHEET GRADE 7
____________________________________________________________________________________

At the aroma of appetizing food

As the mouth waters
By some evil men
.
In his neighborhood
In excess of anger
. Stamped his foot and shouted

STEP 3: GUIDED PRACTICE 1

Task 4: THE AMAZING VENTURE OF WORDS!

WORD PRACTICE SENTENCE TYPE

deprive Kim doesn’t want to deprive her sister of fun. Basic

academy The academy only accepts the top five percent Basic
of students.

appreciate Marie can appreciate fine art when she sees it. Basic

advice My best advice is to do your homework. Basic

tragedy The accident was a real tragedy. Basic

proposition She had a proposition for everyone. Challenge

expenditure The large expenditure could not be justified. Challenge

distinct I can hear a distinct accent when you speak. Challenge

individualized We need an individualized learning strategy. Challenge

astronaut Neil Armstrong was the first astronaut to walk on Challenge

the moon.

STEP 4: INDEPENDENT PRACTICE

Task 5: THE REMARKABLE DRIVE FOR A MOMENT!
Choose the correct spelling of the missing word in each sentence.

1. Are you ______________ to the party tonight?

a. coming b. comming
2. I lived in Paris ______________ 2012.
a. untill b. until
3. Be careful when you walk ______________
Page 11 ofthe
18road.
a. across b. accross
 FUNCTIONAL SPELLING ACTIVITY SHEET GRADE 7
____________________________________________________________________________________

REMEMBER:
Spelling is a set of conventions that regulate the way of using
graphemes to represent a language in its written form. In other words,
spelling is the rendering of speech sound (phoneme) into writing (grapheme).
Spelling is one of the elements of orthography, and highly standardized
spelling is a prescriptive element. Source: https://en.wikipedia.org/wiki/Spelling

Step 5: APPLICATION
Task 6: TRY IT OUT!
Circle the correct spelling of each word on each line and write
the word NEATLY on the corresponding line.
________1. A type of apricot brandy made in Hungary; a drink of this.
a. barack b. barrack c. baracck
________ 2. A narrow mountain pass.
a. bealach b. baelach c. beeleach
________ 3. Having an exaggerated sense of one’s own importance;
arrogant, pretentious, conceited.
a. bigsie b. begsay c. beggsie
________ 4. An unpleasant smell; a stink.
a. bowf b. boff c. bouff
________ 5. With plural agreement. Spring onions.
a. jibbons b. jebbons c. jiebbons

Reference: https://www.englishclub.com/esl-quizzes/spelling/common-misspellings-quiz-1.htm
https://www.homespellingwords.com/7th-grade/spelling-list-6
https://public.oed.com/updates/new-words-list-march-2019/

Page 12 of 18
 FUNCTIONAL READING COMPREHENSION ACTIVITY SHEET GRADE 7
____________________________________________________________________________________

Name: ___________________________ Score: ______________________

Teacher: _________________________ Date: ______________________
School: __________________________ PASAY_RRP7_Q1_W2_D4

REVEALING ONE’S CHARACTER

STEP 1: WARM-UP
Task 1: THE IGNITION OF POWER!

 Have you ever experienced losing something in school?

 What did you do?
 Were you able to retrieve it?
 How did you feel when you got it back/when you did not
get it back?

Task 2: A LOST AND FOUND YOU!

Read the story silently then answer the questions that follow.
Jocelyn and Leah arrived in their classroom just as the bell rang to signal the
end of recess. Suddenly, Jocelyn realized that her ₱20 bill was not in her pocket.
“Leah, my ₱20 bill is missing. I only have a few coins in my pocket, “cried
Jocelyn.
“What happened, Jocelyn? Where is your wallet?” Leah inquired.
“I did not bring my wallet. After receiving my change in the canteen, I put the
money inside my pocket, “Jocelyn replied.
“Hurry! Let’s retrace our steps and if we’re lucky, we will find it, “Leah said.
Just as they were about to leave the classroom, one of the class officers came
in and asked, “May I have your attention, classmates? Has anyone lost some
money?
I found some along the corridor near our room.” The pupils shook their heads.
Jocelyn spoke up. “I lost my money.” It is a ₱20 bill? If it is, then that money
is mine.”
“Yes, it is,” the class officer confirmed and handed the money to Jocelyn.
Jocelyn looked at the money, then at the officer. She smiled and said
gratefully, “Thank you so much. I’ll be more careful next time.”

STEP 2: MODELLING
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Task 3: LET’S DISCUSS!
 FUNCTIONAL READING COMPREHENSION ACTIVITY SHEET GRADE 7
____________________________________________________________________________________
B.
pocket trace gratefully Read
coins corridor careful
these
canteen confirmed wallet

phrases aloud.
Arrived in the classroom The end of the recess
After receiving my change In my pocket
Hear our room Along the corridor
.

. STEP 3: GUIDED PRACTICE 1

Task 4: THE STARTLING COURSE OF UNDERSTANDING!
Look for the word in the selection that has the same
meaning as the following:
1. Narrow passageway into which rooms open- ___________________.
2. Paper money- ________________________________________________.
3. Feeling or showing gratitude- __________________________________.
4. To support truth or validity of something- ________________________.

Task 5: THE GRASP OF KNOWLEDGE!

1. How did Jocelyn drop/lose her money?
2. What was Leah’s suggestion?
3. How did Jocelyn feel when she lost her money?
4. How would you characterize or describe the class officers?

STEP 4: INDEPENDENT PRACTICE

Task 5: A NOTEWORTHY GRAPH FOR LEARNING!

ACTIONS

DIALOGUE
CHARACTER THOUGHTS
TRAITS

Page 14 of 18
 FUNCTIONAL READING COMPREHENSION ACTIVITY SHEET GRADE 7
____________________________________________________________________________________

Characterization is the way in which authors convey information about their

characters. Characterization can be direct, as when an author tells readers what
a character is like (e.g. "George was cunning and greedy.") or indirect, as when
an author shows what a character is like by portraying his or her actions, speech,
or thoughts (eg. "On the crowded subway, George slipped his hand into the man's
coat pocket and withdrew the wallet, undetected.").
Why is it important?
Characterization is a crucial part of making a story compelling. In order to
interest and move readers, characters need to seem real. Authors achieve this by
providing details that make characters individual and particular. Good
characterization gives readers a strong sense of characters' personalities and
complexities; it makes characters vivid, alive and believable.
Source: http://udleditions.cast.org/

Step 5: APPLICATION
Task 6: FIGURE IT OUT!
Complete the graphic organizer based on your understanding of the text.

LEAH

Page 15 of 18
 FUNCTIONAL READING COMPREHENSION ACTIVITY SHEET GRADE 7
____________________________________________________________________________________

Name: ___________________________ Score: ______________________

Teacher: _________________________ Date: ______________________
School: __________________________ PASAY_RRP7_Q1_W2_D5

THE WHOLE NINE YARDS OF NOTING DETAILS

STEP 1: WARM-UP

Task 1: BEGIN ONE'S JOURNEY!

Read the story and answer the questions that follow it.

Bill married a lovely non Catholic girl. After many

months, we gave up hope for her conversation. Bill,
though, had other ideas. He went to mass regularly and
he always made it a point to mention to his wife the
number of nice-looking girls who always went to church.
Seeing him alone, he said, they presumed he was single,
and a lot of them smiled at him.
That got Jean. She was taking instruction within a
month. Her husband needed a chaperon for mass and he
got one.
-Adapted

Ring the letter of the best answer.

1. What would be a good title for the selection?
a. Bill and His Wife b. The Conversion of Jean c. The Non-Catholic Wife
2. What kind of wife did Bill have?
a. Not religious b. Industrious c. Jealous
3. If you were Bill’s wife, how would you have reacted to his stories about the
nice-looking girls?
a. Told him that he was using the church for playing around with girls.
b. Started accompanying him to church to show that she is Bill’s wife.
c. Not minded his stories which may not be true.
4. What was one reason why Bill went to church regularly?
a. To pray for his wife b. to look for pretty girls c. to convert his wife
5. What did Bill tell his wife every time he came home from church?
a. About the beautiful girls who smiled at him at church.
Page 16 of 18
b. About the homily of the priest.
c. About his trip to and from church.
 FUNCTIONAL READING COMPREHENSION ACTIVITY SHEET GRADE 7
____________________________________________________________________________________

REMEMBER:
Task 2: NOTE IT RIGHT!
Noting details is a reading
comprehension skill that
involves picking out, from a
STEPpiece
2: MODELLING
of text, the particular
piece or pieces of
information to achieve a
given purpose.

STEP 2: MODELLING

Task 3: AN EXCITING NOTE!

Read and analyze the passage.

Page 17 of 18
 FUNCTIONAL READING COMPREHENSION ACTIVITY SHEET GRADE 7
____________________________________________________________________________________
STEP 3: GUIDED PRACTICE 1
Task 4: REINFORCE TO LEARNING!
Read the story and answer the questions that follow it.

A commissar came to a farmer one day and inquired about the

year’s potato harvest. “Oh it was wonderful!” replied the farmer. “Good,
good,” said the official approvingly. “Just how big was it?” “Oh, it was so
big it reached up to the very foot of God.” The commissar’s countenance
changed. With a scowl, he said, “But, comrade, this is a communist state
and we are atheists. You must not forget, there is no God!”
“That’s right, commissar, that’s what I mean. No God -no potatoes.”
-Adapted

Underline the best answer.

1. A good title of the story would be
a. Communist Countries c. God: The Source of Everything
b. The Atheists d. The Potatoes
2. The author wrote the story in order to
a. Entertain his readers
b. Make his readers learn about communism
c. Teach about farming
d. Teach a lesson
3. The commissar asked the farmer about the year’s potato harvest. The statement
tells that the commissar is the farmer’s
a. Co-worker b. superior c. slave d. friend

STEP 4: INDEPENDENT PRACTICE

Step 5: APPLICATION
Task 5: RECAPITULATE YOUR UNDERSTANDING!

The early American Indians had a unique practice of training young

braves. On the night of a boy’s thirteenth birthday, after learning hunting,
scouting, and fishing skills, he was put to one final test. He was placed in a
dense forest to spend the entire night alone. Until then, he had never been
away from the security of the family and the tribe. But on this great night, he
was blindfolded, he was in the middle of a thick woods and he was terrified!
Every time a twig snapped he visualized a wild animal ready to pounce. After
what seemed like an eternity, dawn broke, and the first rays of sunlight
entered the interior of the forest. Looking around, the boy saw flowers, trees
and the outline of the path. Then to his utter astonishment, he beheld the figure
of a man standing just a few feet away, armed with a bow and arrow.
-Adapted

1. Who do you think the man was?

a. a hunter b. an Indian c. his father
2. Which of the words below best describes the father?
a. kind b. radical c. cruel
Page 18 of 18
3. Who had a strange practice of training braves?
a. The black Americans